本研究主要的目的在探究國小一般智能優異班教師自我效能與其個人背景變項及主觀知覺變項的關係,以及建構一個合適的教師自我效能模式,並運用線性結構關係(LISREL)的統計原理來驗證其適配情形.
本研究係以台灣地區國小一般智能優異班教師310名為對象,實際有效樣本數為253名(81.6%).而以研究者自編的五項工具,包括"國小一般智能優異班教師自我效能量表","教學成敗歸因量表","社會評價知覺量表","班級學生特質問卷"及"學校氣氛量表"等進行資料蒐集.所得資料分別以"積差相關","t考驗","單因子變異數分析","多變項便異數分析"及"線性結構分析"等統計方法進行處理,得到列幾項結論:
1. 本研究經嚴謹編製過程,設計出適合國小一般智能優異班教師使用的自我效能,教學成敗歸因,社會評價知覺及 學校氣氛量表,惟若干量表的信度和效度仍可再加修正.
2.教師自我效能與教師主觀知覺變項的關係較為密切;與個人背景變項則因變項不同(學歷,專業訓練,服務年資)而 有差異.至於個人背景變項與教師主觀知覺變項的關係不太明確.
3.本研究所提的"國小一般智能優異班教師自我效能模式",經線性結構關係(LISREL)的驗證和分析,獲得實證資料的 支持.也就是說,教師自我效能模式可以用來解釋國小一般智能優異班教師自我效能的情形.教師自我效能是一複雜 概念,必須同時兼顧教師對於教學成敗歸因,學校氣氛,班級學生特質及社會評價等變項的主觀知覺感受,才能有效 提高教師自我效能.

The purpose of this study was to investigate the relationships of self-efficacy on elementary gifted resoureroom teacher with teacher background and subjective perception variables, as well as to construct the model of teacher self-efficacy, and to apply Linear Structural Relations to identify the goodness of fit.
The sample of this studt consisted of 310 teachers, who came from elementary gifted resourceroom class in Taiwan, 253available samples were employed (81.6%). Instruments consisted of the "Inventory of Self-efficacy on Elementary Gifted Resourceroom Class Teacher","Scale of Teaching Attritubes", Social Evaluation Perception Scales","Questionnaire of student temperament", and "School Climate Scale". Obtained quantative data were analyzed by product-moment correlation, t-test, ANOVA test, MANOVA test, and LISREL test. Main research findings were as follows:
1.The relibility and avalidity of some scales still need to modify and refined.
2.Teachers' self-efficacy and subjective perception variables have close relationships;as to backgroung variables, differences are indicated by variables(degree, training, year). The relationships between teacherbacckground variables and subjective perception variables are obscure.
3.The model submitted by researcher has got the goodness of fit. That is, the model can explain practical status of self-efficacy on elementary gifted resourceroom class teacher. To sum up, if we want rto effectively prompt teachers' self-efficacy, teachers' sense of subjective perception toward teaching attributes, school climate, social evalution, student temperament and social evaluation need to be considered as well.

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7.Bredeson, P. V., Marvin, J. F. , & Katherine, L. K. (1983). Organizational incentives and secondary and school teaching. Journal of Research and Development in Education一. 中文部份
王受榮(民81):我國國民中小學教師效能感及其影響因素之研究。
國立臺灣師範大學教育研究所博士論文(未出版)。
王振德(民80):我國民資優教育相關問題及教學狀況調查研究,特殊
教育研究學刊, 8期, 249-264頁。
王振德(民85):資優教育的師資培育。教育資料集刊, 21輯, 125-
143頁。
行政院教育改革審議委員會(民85):教育改革審議報告書。
李俊湖(民81):國民小學教師專業成長與教學效能之關係。國立臺
灣師範大學教育研究所博士論文(未出版)。
何英奇(民77):自我觀念評量的檢討。載於國立臺灣師範大學教育
研究所集刊, 28輯, 75-97頁。
邱貴發(民74):國民小學組織氣氛之調查研究。國立臺灣師範大學
教育研究所碩士論文(未出版)。
吳明清(民79)正視教師專業成長的需求。載於黃政傑編「一週教育
論壇-教育廣播叢書之十一，教育廣播電台印行」。
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紀。國立台灣師範大學特殊教育學系(所), 1-19頁。
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周新富(民80)：國民小學教師專業承諾、教師效能信念與學生學業
關係之研究。國立高雄師範大學教育研究所碩士論
文(未出版)。
林幸台(民85):資優教育研究的回顧與檢討。教育資料集刊, 21輯,
111-123頁。
林海清(民85):高中教師激勵模式與教學效能之研究。國立政治大
學「教育與心理研究」, 19期, 59-92頁。
林清山(民73):「線性結構關係」(LISREL)電腦程式的理論與應用。
中國測驗學會測驗年刊，31輯，149-164頁。
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立臺灣師範大學教育研究所碩士論文(未出版)。
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